This 2 day lesson will address the fourth section (Sea-Floor Spreading) of the 5 section unit plan called Plate Tectonics. The first lesson will incorporate the KWL tool into the student's bag of science tools that help in creating understanding of scientific concepts. The students will also continue to add to their unit wide science tool called the Science Ring - The Earth, which is the tool used to document information for easy retreival about the Earth.
The first lesson will explain how to use the KWL concept in the preparation and execution of information gathering. The students, as scientist, will list information they know and what they would like to know about sea floor spreading and incorporate that information into their Science Rings. The second part of this lesson will consists of using the perspective created by those questions generated in first part to begin to search for answers. They will apply that processs to the first 2 subsections of this section.
Materials
KWL chart
Objectives:
Students will:
Activate prior knowledge about sea floor spreading.
Identify and construct probing questions on the subject of sea floor spreading.
Analyze and interpret data in their quest to answer those questions.
Create and use a model in order evaluate data and science concepts as well as the answers to their questions.
Instruction:
Opening: (5 minutes)
Have the following question and statement written on the board. What does the words (sea floor spreading) make you think of? Write down any thoughts, no matter how crazy it may seem. Remind students to sit and begin their work.
ing. As scientists we will investigate this topic while using a tool that you might have some experience with. It is called KWL cards . Don't worry if you have not used one before. We are going to do this one together as a team. Scientists use different tools to investigate and I want you to become familiar with the KWL as a way to organize your thoughts during an scientific investigation. If this tool works for you feel free to use at home or in other classes. It is simple.
Engagement:
Acivity 1 - What do weKNOW? (10 minutes)
Pass out three Science Ring - data card for Planning to each student. Have students fill out as per KWL sfs. Explain how it works. Answer Questions that arise.
Say: Let's begin with what we Know about the theory of sea floor spreading. Tell me what you have written down so far? Remember not to be afraid if it is way out there.
Designate student scribe to write down responses on board. Preferably a high performer who can update his KWL card at same time.
Circulate around class and review some students work. Have scribe and students write down any responses. Don't allow off topic responses by responding with simple words of discouragement. Praise insightful responses.
Activity 2 - What do we Want to Know? (10 minutes)
Lead student discussion with a reminder that we are in the midst of creating a Sience Ring - The Earth tool to help us explain the Earth as we understand it. Lead by being with the students, preferably sitting amongst them. Provide immediate praise for insightful and relevant responses. Redirection in the form of probing questions for incomplete responses. Have responses be directed to the scribe for documentation on the board, providing scaffolding opportunity for spelling challenged students. Lead the students to come up with something similar to but not limited to:
What is it?
Where is it happening?
What causes it?
What evidence is there for this theory?
Is the evidence convincing to the class?
What has this to do with our model of Earth.
Have students copy group responses from scribe onto their Want to Know Card. End this activity with praise for all and thank scribe personally for excellent work.
Activity 3 - Investigating Sea floor Spreading (25 minutes)
Pass out to each group Science Key blank index cards. (All colors)
Say: We will now as a class review each topic of this sea floor spreading section of our textbook. You have experience on how to read and use your text. We will pick up information that will help us answer our questions concerning what we want to learn. Then we will decide where that information will fit into our Science Ring - The Earth tool we are building to explain our model of the Earth.
Topics:
Mapping the Mid - Ocean Ridge
Theory of Sea Floor Spreading (Harry Hess)
Evidence from molten material.
Evidence from magnetic stripes.
Evidence from drilling samples.
Subduction
Say: Today we will do the first two.
Review each topic with the class. In reviewing the first topic, read pertinent information, focusing on art depicting processes and information found in or near illustrations, as well as focusing on words or phrases in bold. Ask students questions that probe for understanding. eg. Can anyone tell me in your words what this picture or drawing means or shows.
As each bit of data is uncovered have students document onto their Science Ring -data cards after deciding as a group which color-coded science card is to be used. Have the students write a heading - Sea floor spreading onto each Science Ring card utilized.
Closure:
Say: Ok, at the beginning of class I said that we were going to practice a new science tool called KWL and start investigationg the concept of sea floor spreading. Have we been successful in this? Good, now we need to prepare for tomorrow. Open your books to page 36. Your Homework is to read just two pages in your textbook and write one sentence for each the three types of evidence for sea floor spreading. The sentence should summarize your understanding of the evidence. I will be checking and giving homework credit.
Assessment:
Formative assessment - Probe for understanding during KWL activitiy for misunderstandings. Probe for understanding during Activity 3 with questions focused on textbook readings. Provide positive reinforcement and redirection throughout. Summative assessment - Adding to Science Ring - The Earth
Lesson Title: Sea Floor Spreading Part 1
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This 2 day lesson will address the fourth section (Sea-Floor Spreading) of the 5 section unit plan called Plate Tectonics. The first lesson will incorporate the KWL tool into the student's bag of science tools that help in creating understanding of scientific concepts. The students will also continue to add to their unit wide science tool called the Science Ring - The Earth, which is the tool used to document information for easy retreival about the Earth.The first lesson will explain how to use the KWL concept in the preparation and execution of information gathering. The students, as scientist, will list information they know and what they would like to know about sea floor spreading and incorporate that information into their Science Rings. The second part of this lesson will consists of using the perspective created by those questions generated in first part to begin to search for answers. They will apply that processs to the first 2 subsections of this section.
Materials
KWL chartObjectives:
Students will:Instruction:
Opening: (5 minutes)
Have the following question and statement written on the board. What does the words (sea floor spreading) make you think of? Write down any thoughts, no matter how crazy it may seem. Remind students to sit and begin their work.ing. As scientists we will investigate this topic while using a tool that you might have some experience with. It is called KWL cards . Don't worry if you have not used one before. We are going to do this one together as a team. Scientists use different tools to investigate and I want you to become familiar with the KWL as a way to organize your thoughts during an scientific investigation. If this tool works for you feel free to use at home or in other classes. It is simple.
Engagement:
Acivity 1 - What do we KNOW? (10 minutes)Pass out three Science Ring - data card for Planning to each student. Have students fill out as per KWL sfs. Explain how it works. Answer Questions that arise.
Say: Let's begin with what we Know about the theory of sea floor spreading. Tell me what you have written down so far? Remember not to be afraid if it is way out there.
Designate student scribe to write down responses on board. Preferably a high performer who can update his KWL card at same time.
Circulate around class and review some students work. Have scribe and students write down any responses. Don't allow off topic responses by responding with simple words of discouragement. Praise insightful responses.
Activity 2 - What do we Want to Know? (10 minutes)
Lead student discussion with a reminder that we are in the midst of creating a Sience Ring - The Earth tool to help us explain the Earth as we understand it. Lead by being with the students, preferably sitting amongst them. Provide immediate praise for insightful and relevant responses. Redirection in the form of probing questions for incomplete responses. Have responses be directed to the scribe for documentation on the board, providing scaffolding opportunity for spelling challenged students. Lead the students to come up with something similar to but not limited to:
- What is it?
- Where is it happening?
- What causes it?
- What evidence is there for this theory?
- Is the evidence convincing to the class?
- What has this to do with our model of Earth.
Have students copy group responses from scribe onto their Want to Know Card. End this activity with praise for all and thank scribe personally for excellent work.Activity 3 - Investigating Sea floor Spreading (25 minutes)
Pass out to each group Science Key blank index cards. (All colors)
Say: We will now as a class review each topic of this sea floor spreading section of our textbook. You have experience on how to read and use your text. We will pick up information that will help us answer our questions concerning what we want to learn. Then we will decide where that information will fit into our Science Ring - The Earth tool we are building to explain our model of the Earth.
Topics:
- Mapping the Mid - Ocean Ridge
- Theory of Sea Floor Spreading (Harry Hess)
- Evidence from molten material.
- Evidence from magnetic stripes.
- Evidence from drilling samples.
- Subduction
Say: Today we will do the first two.Review each topic with the class. In reviewing the first topic, read pertinent information, focusing on art depicting processes and information found in or near illustrations, as well as focusing on words or phrases in bold. Ask students questions that probe for understanding. eg. Can anyone tell me in your words what this picture or drawing means or shows.
As each bit of data is uncovered have students document onto their Science Ring -data cards after deciding as a group which color-coded science card is to be used. Have the students write a heading - Sea floor spreading onto each Science Ring card utilized.
Closure:
Say: Ok, at the beginning of class I said that we were going to practice a new science tool called KWL and start investigationg the concept of sea floor spreading. Have we been successful in this? Good, now we need to prepare for tomorrow. Open your books to page 36. Your Homework is to read just two pages in your textbook and write one sentence for each the three types of evidence for sea floor spreading. The sentence should summarize your understanding of the evidence. I will be checking and giving homework credit.Assessment:
Formative assessment - Probe for understanding during KWL activitiy for misunderstandings. Probe for understanding during Activity 3 with questions focused on textbook readings. Provide positive reinforcement and redirection throughout.Summative assessment - Adding to Science Ring - The Earth
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: